Category Archives: Local News

WSJ Article/Letters on School Funding Crisis–Get Involved in Sending a Statewide Message

Today’s WSJ has a spread on the damage Wisconsin’s state funding formula is having on public education, including bulleted message points. These are great talking points for letters to the editor, and even more importantly, letters to members of Joint Finance Committee.

The Wisconsin Joint Committee on Finance is currently taking testimony statewide from residents on the proposed Governor’s budget and has vast power in changing the budget before the Legislature votes on it. Senators Mark Miller and Mark Pocan of Madison are currently on Joint Finance, but it would be powerful to submit your letters to all 16 members.

Want to send a letter to the editor? Here are the three papers in Madison:

wsjopine@madison.com (WSJ)
tctvoice@madison.com (Cap Times)
edit@isthmus.com

More information and other sample letters can be found here.

CHALLENGE: Can AMPS members send 50 letters to Joint Finance and the papers in the next week???

Beth Swedeen

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Vote Today

Vote today. Tell your friends to vote. Bring your children to the polls. Democracy and public education intersect in many ways, one of the most important is via the election of those who govern our schools. Be part of that.

I am also reminded of a quote from an educator’s blog about democracy and education:

If we believe in democracy we need to believe in all kids.

My endorsements are here.

Thomas J. Mertz

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What we care about

This from a new blog in town:

Assumption 3: We’re all white.

I only collected and compared scores of white/Caucasian students. I did this for two reasons.

First, I was specifically concerned with my kids’ opportunities not yours.

Last time around the author of the blog supported Cole and Mathiak.

This from John Dewey:

“What the best and wisest parent wants for his own child, that must the community want for all its children”

Thomas J. Mertz

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Best Candidates for School

This year I have stayed away from endorsing candidates for the Madison School Board because I was concerned that the media seemed to focus more on who was supporting whom than on the candidates themselves. The recent endorsement editorials have forced me to take the step of being much more public about my views – especially since the consequences of this election could have such devastating affects on the east side.

I support, wholeheartedly and enthusiastically, MARJ PASSMAN for Seat 5. Marj understands the big picture of the role of the schools in our community and in our democratic society; she has a deep commitment to the success of every child we serve; she has been an advocate for those who are disenfranchised – many of whom she has invited into her home – or visited theirs. She taught at Marquette Elementary and is committed to maintaining neighborhood schools.

Marj is independent; she is clear about her positions and the reasons for those positions. We do not always agree (I would be horrified if we did). I expect we will have spirited discussions on the issues. I know that she will base her decisions on what she believes is right, not on which Board member presents, or supports, a proposal.

Marj, as a former middle school teacher, has had to be creative and innovative in order to bring out the best in her students. She understands the difference between ideas that are “out of the box” and those that are merely “off the wall.” Most importantly, Marj has the courage to admit when she is wrong. This community, the district and the Board need the type of leadership Marj will provide.

I am also endorsing BETH MOSS and JOHNNY WINSTON, JR – I have worked with both of them and value the different perspectives each brings to the Board. Beth has been an effective advocate for children with special needs as well as other children who are not served well by the district. Johnny, in his 3 years on the Board, has been creative and innovative. I do not always agree with Johnny’s views – but I am impressed by his ability to grow and change and acknowledge when his idea isn’t going to work.

Carol Carstensen

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The Company We Keep or Cole Not Beholden to Special Interests–You decide?

Here are two very different perspectives on the candidates running for seat 5 on the Madison School Board Cole/Passman. One is written by Nancy Donahue, one of the organizers of the Studio School and the other is written by Russell Wallace, Linkup and Meetup host Democracy for Wisconsin, Madison and author of his own blog ReformDem from which this article was taken http://reform-dem.blogspot.com/2007/03/company-we-keep.html
DON’T BE A LAZY READER–READ BOTH ARTICLES–AND THINK!!

Nancy Donahue: Cole not “beholden”
Nancy Donahue, one of the organizers of The Studio School http://www.madisonstudioschool.org/

I have had the opportunity to talk with Maya Cole twice in the past two weeks and I am convinced that she would be an excellent addition to our school board …someone who can see the big picture and incorporate it into a vision for our schools and our community. A change agent? Moreover, Maya is unfettered by the MTI machinery and political agenda so I can trust that her votes are guided by her own judgment. I am also supporting Rick Thomas for many of the same reasons.
I think that it is imperative that we make every effort to ensure that the people we elect are not “beholden” to any large organization to support their campaigns. MTI’s questionnaire flagrantly and publicly advertises that candidates must comply with the MTI agenda if they want MTI political support (which would be difficult to pass up). But the campaigns are just the beginning of an insidious political relationship. Along with MTI support comes the continual threat of repercussions (i.e., public criticism and withdrawal of support) if, once elected, a candidate should muster the personal integrity to cast a vote that runs counter to the MTI position. I prefer that our school board members feel free to cast votes based on information rather than intimidation.

I know that most SIS readers are well aware of this situation but I thought it deserved mentioning again…and again…and again. It probably goes deeper and reaches farther than people realize. Throughout the process of developing our proposal for The Studio School I had opportunities to talk and meet with MMSD teachers. I find it very interesting that early in the process they would come to planning meetings, meet with me in coffee shops, email me, and talk on the phone…but they never seemed to feel comfortable attending school board meetings or speaking out publicly in support of The Studio School. Why was this? Were they intimidated? I think they were. I did have a couple of conversations in which teachers expressed concern about going against MTI and/or the impact it would have with other teachers (i.e., coworkers). Is this really the kind of climate in which we want our teachers and children to spend their days? A climate where people are intimidated into silent complicity? I am also concerned that principals work in a similar climate. I thought that our country was rooted in freedom of thought and speech. Freedom to choose our own ideologies. I thought that Madison valued thoughtful, informed and independent thinking. I want my children to attend a school and to live in a community that supports personal integrity and responsibility. A safe place where they feel free to act and speak out in accordance with their convictions; without fear of intimidation, insult or injury from others…especially school or community leaders. Hmmm…isn’t this something we learned about in school?
And speaking of leaders, I still wonder why Johnny Winston, Jr., our school board leader, withdrew his support during the final few weeks before the BOE vote on our proposal. In late December, Mr. Winston assured me that he would “not vote no.” Yet, after consistently saying (privately and publicly) that he supported The Studio School, he suddenly had a change of heart and voted “no.” (By the way, he remains endorsed by MTI. ) Sparing the details, the net effect of Mr. Winston’s support was that it undermined our efforts – it certainly didn’t advance them. At best, I now question his leadership, reliability, and effectiveness in supporting an issue. At worst, I question the motives behind any vote he casts – especially if it involves an issue that could require standing up to the MMSD and MTI power structures.

FACT CHECK: MTI is not listed on Johnny Winston’s supporter page. Other reasons must have lead Mr. Winston to vote no. This lead me to wonder about other “facts” Ms. Donahue uses in her letter. Just because the answer is no, does not mean it wasn’t based on thoughtful, informed and independent thinking.

The Company We Keep
What does a Madison School Board race have to do with Karl Rove?

by Russell Wallace, ReformDem and Democracy for Wisconsin
In yet another odd case of politics making for very strange bedfellows, it turns out that School Board candidate Maya Cole hired a telemarketing company called Arizona FLS, also known as FLS Connect and FLS-DCI, during her 2005 campaign. FLS has a rather exclusive clientele, and it’s not exactly what you would associate with a Madison progressive. Their customers include the Bush/Cheney campaign, the Republican National Committee, the Republican Governors Association, Exxon, the NRA, the rather repressive military government of Myanmar (Burma), and, closer to home, the Republican Party of Wisconsin and Wisconsin Manufacturers and Commerce.

But what really got me was this quote prominently featured on the FLS homepage:

“I know these guys well. They become partners with the campaigns they work with. From designing the program to drafting the scripts; from selecting targets to making the calls in a professional successful way, they work as hard to win your races as you do.” – Karl Rove
One of FLS-DCI’s specialties is creating astroturf groups, fake grassroots organizations that are actually paid PR and lobbying campaigns. They’ve been tied to Swift Boat Veterans for Truth, the group that attacked Kerry in ’04, and Voices for Choices, a front group that lobbies for AT&T (check out this previous post for a little local AT&T intrigue). One of FLS-DCI’s more interesting exploits was creating this flash video mocking Al Gore’s movie “An Inconvenient Truth”:

It created quite a stir on YouTube, and fooled a lot people until The Wall Street Journal exposed it as a paid political hit piece.

So why would Maya give her money to an outfit that’s basically trying to destroy everything she claims to believes in? My guess is that she didn’t have a clue about FLS-DCI, and was just told to use them by one of her campaign advisors.

One of the reasons I’m supporting Maya’s opponent, Marj Passman, is that in both her current and previous campaigns Maya has chosen to surround herself with people who represent the exact opposite of the progressive values she claims to stand for. To be fair to Maya, and I do believe she really is a progressive, I know she felt forced to do so because she’s been largely locked out of the Madison political machine. But you’re known by the company you keep, and I wouldn’t be caught dead with some of Maya’s current buddies.

FACT CHECK: The correct Campaign Finance Report can be found by clicking the year 2006-not 2005 here http://www.ci.madison.wi.us/clerk/electionCampaign.cfm and finding the name Cole, Maya here http://www.ci.madison.wi.us/clerk/CampFin/2006/index.cfm and clicking on July Continuing under her name. The final link is here http://www.ci.madison.wi.us/clerk/CampFin/2006/Cole4.pdf look at page 6 of 7 and you will find a $1451.60 payment made to Arizona FLS.

posted byJanet Morrow

I am supporting Marj Passman, Beth Moss and Johnny Winston, Jr. for these and many other reasons. I hope you will join me on April 3rd and vote for positive change for Madison’s Public Schools!

Comments can be read at ReformDem

http://reform-dem.blogspot.com/

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School Finance Advocacy Session This Evening

From Arlene Silveira, Communications Committee Chair

Thomas J. Mertz

All – the Communications Committee of the BOE is holding an informational/advocacy meeting on March 29. Details are attached.

This is the first in a series for meetings. The next meeting will focus on advocacy efforts for the state funding system.

All are welcome to attend, actively participate and ADVOCATE!

Arlene Silveira

“Thursday, March 29, at 6:30 p.m. in the McDaniels Auditorium of the Doyle Administration Building. The meeting will provide you with information about the budget and advocacy “talking points” to contact legislators and gain support for some of the budget’s provisions.”

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Observations, Endorsements

 

There has been much talk on the campaign trail about the need for a “cost benefit” analysis and the lack of forward planning. I find it disturbing that some of our candidates seem unaware of the 2002 Functional Analysis that MMSD commissioned from Virchow, Krause & Company, LLP. At that time, the district realized that the flawed state finance system would force cuts in the years ahead and wanted to be prepared. Because we have the analysis, we are prepared (nearly as well) as we can be for the challenges of the yearly budgeting.

I’m glad that this was commissioned and we have it to use. However, we all need to be careful and understand that all educational research and data is contingent, contextual and only provides guidance for decision-making. The factors that make a student achieve or fail are so complex and interactive that attributing causality is at best a matter of likelihood, not certainty. Some of the most important things, like the smile on a teacher’s face, defy quantification. Additionally, all the measures we use are to one degree or another subjective and flawed (see Fair Test for one set of examples). It isn’t science and applying the positivism of science and related reliance on “expertise” to education can be dangerous.

I value data and research as tools to inform educational policy, but I know that human judgment is the final and most important quality that we need on the Board of Education. This is one reason why I am supporting Beth Moss, Marjorie Passman and Johnny Winston Jr. in the April 3d Election. They are knowledgeable about our district and community, open to using data and research and have displayed the kind of judgement we need to keep our schools strong and getting stronger.

Thomas J. Mertz

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Nan Youngerman on REACH

At the MUAE forum to discuss education for gifted and talented students, it was disturbing to hear one candidate, Maya Cole for Seat #5, talk about eliminating REACH as a way to trade money to keep Eastside schools open. I was bothered on many levels.

One; REACH was developed to provide one additional and desperately needed hour of planning time for elementary teachers. It is in this hour that teachers might differentiate curriculum or do hundreds of other necessary tasks to keep their classrooms going. This precious hour, one of about a total of five permitted during the work week, is a negotiated term or part of the Teacher Bargaining Agreement. Maya Cole is suggesting it be eliminated. If this were possible, simply by saying it —- is not a friendly gesture to teachers. This will not save money. A different method of providing for children during the negotiated hour of planning time would need to be developed. Claiming to know what would help teachers and then suggesting to take away their planning time is down right nasty. Elementary planning time is beyond necessary for teacher sanity and is is the very basic component of being a thoughtful and reflective teacher!

On a second level, this was a disturbing suggestion made at a forum where the main topic was gifted and talented education. The original intent of REACH, when developed in the early nineties, was to promote curiosity, creativity, problem solving, cooperative learning and about six other similar criteria. In many instances these key aspects of REACH have been lost, but I rather hear about returning to these ideals to promote the giftedness in every child than hear about eliminating the program entirely at a forum of this nature.

Respectfully submitted, Nan Youngerman

Veteran teacher, parent, Madison community member, member of Teacher Bargaining Committee, 1990 committee for Elementary Planning, 1990 Committee to Design REACH Program and WI Presidential Teacher of Excellence

I took the liberty of uploading one of Ms Youngerman’s publications (linked to her name) so all can see what teachers who are given the time and tools can accomplish.

Thomas J. Mertz

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Red Herring

In this morning’s Wisconsin State Journal there is a story that again misrepresents the place of Madison School Community Recreation and Fund 80 in the district and the community.

The chart comparing Fund 80 levies in Madison to those in other districts ignores the fact that most or all of those locales have municipal recreation programs paid for by municipal taxes. Due to a historical quirk, Madison has very little in the way of a municipal recreation department and programs and services that other locales fund via municipal or county taxes are funded and governed by the school district via Fund 80. In order to get a realistic comparison of Madison’s spending on recreational and community education programming one must look at total levies devoted to this. The last time I did this (early 2006) I found that the combined spending on MSCR and the Madison Parks Department was about $20 million. De Moines, IA (about the same size) has a parks and recreation budget of about $20 million. Ann Arbor, MI is about half the size of Madison and has a Parks and Recreation budget of $12 million. Green Bay, also about half the size has a Parks and Recreation Budget of $8 million. In other words, the spending in these areas is very much in line with what others spend.

Particularly galling in the oversimplification is this paragraph comparing Madison to Milwaukee:

The district levied $9.9 million this school year for community service and recreation programs, triple what was levied in 2001-02. It also tops the levy in Milwaukee, which has roughly triple Madison’s population.

One thing missing here is a recognition of the fact that Milwaukee Recreation (funded via Fund 80), is supplemented by much more exstensive County services than there are in Dane Co. This accounts for some of the discrepancy. What I would guess accounts for most of it is the combination of incentives and disincentives in the State School Finance system. Madison is considered a property rich district and therefore any new money collected via local property taxes in areas under the revenue caps is “shared” with property poor districts elsewhere in the state via reduced state aid to Madison. Currently each new dollar Madison wants to spend under the caps requires collecting about $1.60. Because of these tertiary aid or “Robin Hood” provisions, local taxes account for about 67% of the district’s revenue. This, along with the fact that the combination of the QEO and the caps and rising costs for goods and services has forced major cuts in programs and services for a number of years, acts as a powerful disincentive for MMSD to have programming under the caps. Since Fund 80 is not under the caps, every dollar collected is spent in the district. Milwaukee also struggles with the structural gap in the state school finance system, but unlike Madison as a property poor district local taxes account for only about 20% of the Milwaukee School Budget. For every $1.00 Milwaukee collects in capped funds, the state kicks in about $3.00. The combination of incentives and disincentives is very different. It makes sense for Madison to want items moved from under the caps; Milwaukee must balance the need to direct money to core educational programming with the prospect of tripling the power of local tax money via state aid.

Fund 80 seems to always show up as a Red Herring around election time. In the linked article one Board member seems to be calling for Fund 80 expenditures being subject to referenda. Should we also place the entire school, municipal, county, state and federal budget before the voters for a yea or nay, or should our elected officials retain the traditional powers of the purse and be held accountable via the traditional means of standing for election? On this, I’m a traditionalist and would like to see greater power of the purse given to school boards via removal or reform of the revenue caps. I believe that all board members have expressed similar wishes and wonder why any would now broach the topic of diminishing these powers.

Thomas J. Mertz

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Educating the Whole Child

Excerpt from TeacherKen (posted here and here)

As a teacher I know that what occurs in my classroom is a small part of educating my students, even in my own domain of social studies. As a music major who teaches government and also coaches soccer, it has always been clear to me that school is about far more that mere intellectual development. History is replete with examples of the damage done when we develop the intellect and fail to develop behavior, morality, concern for others, physical awareness, and so on. And in a liberal democracy (for those two words are an accurate description in political science terms of our form of government) we should not be attempting to force all students to be the same – our society is enriched and enlivened by our variety and our differences, and our educational practices should be informed by an awareness of the importance of and respect for those differences.

The post is about a report from the Association for Supervision and Curriculum Development

Reading the post and the report, I was struck by how many of the ideas and approaches are similar to the work of the MMSD Equity Task Force. For example, the report calls for “cooperative effort by communities, schools, and teachers, each responsible for providing part of the necessary context,” and the charges to each include:

Communities:

family support and involvement
Government, civic, and business support and resources

Schools:

challenging and engaging curriculum
a safe, healthy, orderly, and trusting environment
a climate that supports strong relationships between adults and students

Teachers:

evidence-based assessment and instructional practices
rich content and an engaging learning climate
student and family connectedness

The Equity Task Force draft guidelines include:

Create a climate that welcomes and values all students, families, and community members.

Engage families and community members in schools, children’s education, and the success of all students.

Challenge teachers and students to develop an appreciation for all cultures and to learn to thrive in a multicultural society.

Make opportunities and resources available for teachers and staff to promote recognition that students must take different roads to learn.

Adopt consistently rigorous, culturally inclusive, evidence-based curriculum, and teaching and assessment practices district-wide.

The Equity Task Force is currently scheduled to present to the Board of Education on April 9th.

Thomas J. Mertz

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